Mülteci öğrencilerin öğrenim gördükleri okullarda kapsayıcı liderlik: Türkiye örneği

Year 2023, , 165 - 181, 31.10.2023

Ali Culha , Kemal Nazlı

https://doi.org/10.19128/turje.1247323

Abstract

Suriye'de iç savaşın çıkmasıyla birlikte milyonlarca sığınmacı Türkiye'ye ve çevre ülkelere göç etmek zorunda kaldı. Böylece mülteci öğrenciler birçok ülke için ciddi bir sorun halini aldı. Fenomenolojik desenin benimsendiği bu çalışma ile Türkiye'de mülteci öğrencilerin öğrenim gördüğü okullarda okul yönetimlerinin sergilediği kapsayıcı liderlik uygulamaları araştırılmaktadır. Araştırmanın çalışma grubunu Türkiye'nin Şanlıurfa il merkezinde bulunan okullarda görev yapan öğretmenler ve okul yöneticileri oluşturmaktadır. Betimsel analiz tekniği ile analiz edilen verilerin toplanmasında görüşme formu kullanılmıştır. Araştırma bulguları, mülteci öğrencileri eğitim faaliyetlerine dâhil ederken okul yönetimlerinin en sık karşılaştıkları sorunların mülteci öğrencilerin yaşadığı dil güçlükleri, düşük akademik başarı, devamsızlık ve uyum sorunları olduğunu göstermiştir. Mülteci öğrencilerin eğitime katılımını sağlamak için okul yöneticileri tarafından sergilenen kapsayıcı liderlik uygulamaları ise rehberlik ve işbirliği, Suriyeli öğretmen istihdamı, sportif ve kültürel faaliyetler, kaynaştırma kurslarının düzenlenmesi ve tercüman desteğinin sağlanması olduğu belirlenmiştir. Ayrıca araştırma bulguları, Türkiye'de mülteci öğrencilere yönelik bir dışlanma durumunun olmadığını göstermiştir. Bu durumun yaşanmasında kültürel ve dini benzerliklerin yanı sıra, okul yöneticilerinin sergiledikleri kapsayıcı liderlik uygulamalarının etkili olduğunu göstermiştir.

Keywords

Dışlanma, Kapsayıcı Liderlik, Mülteci, Mülteci Öğrenciler, Okul Yöneticileri

Inclusive leadership in schools where refugee students study: The evidence from Türkiye

Abstract

Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.

Keywords

Exclusion, Inclusive leadership, Refugee, Refugee students, School administrators

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